School Info

School Name Silver Palms ES (3491) School Grade (2024 - 2025)
Title 1 School No School Improvement (SI) No
School of Excellence No ESSA School No
RAISE
Reading Achievement Initiative for Scholastic Excellence 		No    
SAC Documentation/SAC Upload Center

Executive Summary

Executive Summary

 

File Name File Uploaded By Upload Date
SPE_ExecutiveSummary2025-2026.pdfMonica Castellanos9/11/2025

School Budget Signature Page

School Budget Signature Page

 

File Name File Uploaded By Upload Date
SPE-Budget-25-26.pdfMonica Castellanos8/13/2025

High Quality Instruction

Early Warning Indicators

Using the data below, describe all intervention strategies employed by the school to improve the academic performance of students identified by the early warning system.

Phonological Awareness:
Tier 1: Heggerty (K-1) or Benchmark Advance (K-5)
Tier 2/3 Options: Benchmark Advance PA Interventions 

Phonics: 
Tier 1:  Benchmark Advance (K-5)
Tier 2/3 Options: Benchmark Advance Phonics/Word Study Interventions (K-5) or SIPPS: Beginning, Challenge, Extension (K-3) pending  or Reading Horizons Discovery (K-3)  Reading Horizons Elevate (4-5) Reading Horizons Elevate (4-5) – IES Practices #1 and #2 Aligns best practices of reading science, Structured Literacy, and the Orton-Gillingham approach; Gives teachers detailed prompts for modeling and sequencing their instruction to maximize student understanding and success. Instructional practices connect multiple senses at a time, students are able to make new brain connections and experience deeper learning. 
   
Fluency:
Tier 1: Benchmark Advance (K-5)
Tier 2/3 Options:  Benchmark Advance Fluency Interventions (K-5) or Quick Reads (2-5)

Vocabulary/Comprehension:
Tier 1 Instruction: Benchmark Advance (K-5)
Tier 2/3 Options:  Benchmark Advance Comprehension Interventions (K-5); or Wordly Wise 3000 (2-5) or Vocabulary; Reading Horizons Discovery (K-3) - IES Practices #2 and #3 Addresses all reading standards related to the lower strands of Scarborough’s Reading Rope; phonemic awareness, phonics, and sight word reading and includes decodable text to help students increase their fluency and automaticity. 

 

School Report Card

FLDOE: Edudata

Areas of Focus (Formerly Goals, Strategies and Activities)

Area of Focus: ELA/Reading

Measurable Outcome (SMART Goal) Professional Development Budget Monitoring Results
(End of Year)
By May 2026, 71% of students in grades K-2 will demonstrate grade level proficiency from 69% in ELA as evidenced by the ELA Florida Assessment of Student Thinking (FAST) 2026 results. Teachers in grades K-2 will participate in differentiated professional development based on progress monitoring data, Benchmark Advance training, I-Ready training, and SOR B.E.S.T and instructional Materials. Based on Progress monitoring assessments throughout the year.

Evidence-based Interventions/Strategies
Evidence-based Intervention/Strategy 1 Teachers in grades K-2 will participate in differentiated professional development based on progress monitoring data, Benchmark Advance training, I-Ready training, and SOR B.E.S.T and instructional Materials.
Person(s) Responsible Classroom teachers
Deadline 5/29/2026
Evidence-based Intervention/Strategy 2 Teachers and support staff will implement the use of differentiated instruction (Benchmark Advance Intervention Tools)and double dose small group guided instruction.
Person(s) Responsible Classroom teachers and Literacy Coach
Deadline 5/29/2026
Evidence-based Intervention/Strategy 3 ESE Support Facilitator will implement the use of specialized instruction (Reading Horizons Discovery/Elevate) through small guided groups.
Person(s) Responsible ESE Support Facilitator and Literacy Coach
Deadline 5/29/2026

Mid-Year Reflection
Progress: Is desired progress being made to accomplish the intended outcome for the Area of Focus by the end of the school year? Yes
Evidence: Provide evidence of the implementation challenges the school encountered during the Fall semester. Describe the changes made to address these challenges.
During the Fall semester, the school encountered challenges with implementing targeted small‑group instruction to address specific academic needs across student subgroups. Initial groups were formed using PM1 data; however, adjusting instruction to meet individual student needs required ongoing refinement. To address these challenges, the school used formative assessment data to regularly adjust and restructure small groups, allowing for more targeted instruction based on current student performance.
Evidence-based Interventions/Strategies: What was each Intervention/Strategy’s identified strengths and weaknesses?
Benchmark Advance Intervention Tools supported targeted, standards‑aligned small‑group instruction and increased instructional time through double‑dose interventions. A challenge was ensuring consistent implementation and sufficient instructional time.
Reading Horizons Elevate provided structured, systematic instruction for foundational skills, particularly for tier 2 and tier 3 students, though continued professional development and time for measurable growth were needed.
Program Strengths: Provides flexibility to address specific skill deficits based on student data. Integrates smoothly with core instruction, supporting coherence across tiers. Useful form progress monitoring. 
Program weaknesses: Requires protected instructional time, which is often difficult to sustain.  Effectiveness is highly dependent on teacher training and fidelity of use. 
Can feel fragmented if intervention blocks are shortened or interrupted
New Actions: Describe any new actions that are needed to accomplish the intended outcome for the Area of Focus.
New actions needed include ongoing analysis of assessment data to identify additional students requiring support, strengthening tier 2 and tier 3 instruction through targeted interventions, and regularly evaluating the effectiveness of current strategies to ensure they meet the needs of low‑performing students and subgroups.
Additional Reflections (optional): Please add any additional reflections for this Area of Focus.
The school’s end-of-year goal is for 71% of students in grades k-2 to demonstrate grade‑level proficiency in ELA, as measured by the 2026 ELA Florida Assessment of Student Thinking (FAST). Currently, 57% of students have demonstrated grade‑level proficiency, indicating a 14-percentage point gap that must be addressed through targeted instructional supports and interventions.

Area of Focus: Math

Measurable Outcome (SMART Goal) Professional Development Budget Monitoring Results
(End of Year)
By May 2026, 78% of students in grades 3-5 will demonstrate grade level proficiency from 76 % in Math as evidenced by the Math Florida Assessment of Student Thinking (FAST) 2026 results. Teachers in grades 3-5 will participate in differentiated professional development based on progress monitoring data, SAVVAS training, I-Ready training, and SOR B.E.S.T and instructional Materials. Based on Progress monitoring assessments throughout the year.

Evidence-based Interventions/Strategies
Evidence-based Intervention/Strategy 1 Teachers in grades 3-5 will participate in differentiated professional development based on progress monitoring data, SAVVAS training, I-Ready training, and SOR B.E.S.T and instructional Materials.
Person(s) Responsible Classroom teachers
Deadline 5/29/2026
Evidence-based Intervention/Strategy 2 Teachers and support staff will implement the use of differentiated instruction (SAVVAS Intervention Tools) and double dose small group guided instruction.
Person(s) Responsible Classroom teachers and Literacy Coach
Deadline 5/29/2026
Evidence-based Intervention/Strategy 3 ESE Support Facilitator will implement the use of specialized instruction (SAVVAS Intervention Toolbox, Touch Math) through small guided groups.
Person(s) Responsible ESE Support Facilitator and Literacy Coach
Deadline 5/29/2026

Mid-Year Reflection
Progress: Is desired progress being made to accomplish the intended outcome for the Area of Focus by the end of the school year? Yes
Evidence: Provide evidence of the implementation challenges the school encountered during the Fall semester. Describe the changes made to address these challenges.
During the Fall semester, the school encountered challenges with implementing targeted small‑group instruction to address specific academic needs across student subgroups. Initial groups were formed using PM1 data; however, adjusting instruction to meet individual student needs required ongoing refinement. To address these challenges, the school used formative assessment data to regularly adjust and restructure small groups, allowing for more targeted instruction based on current student performance.
Evidence-based Interventions/Strategies: What was each Intervention/Strategy’s identified strengths and weaknesses?
SAVVAS MDIS Toolbox supported targeted, standards‑aligned small‑group instruction and increased instructional time through double‑dose interventions. A challenge was ensuring consistent implementation and sufficient instructional time.
I-Ready Teacher Toolbox provided structured, systematic instruction for foundational skills, particularly for tier 2 and tier 3 students, though continued professional development and time for measurable growth where needed.
New Actions: Describe any new actions that are needed to accomplish the intended outcome for the Area of Focus.
New actions needed include ongoing analysis of assessment data to identify additional students requiring support, strengthening tier 2 and tier 3 instruction through targeted interventions, and regularly evaluating the effectiveness of current strategies to ensure they meet the needs of low‑performing students and subgroups.
Additional Reflections (optional): Please add any additional reflections for this Area of Focus.
The school’s end‑of‑year goal is for 78% of students in grades 3-5 to demonstrate grade‑level proficiency in Math, as measured by the 2026 Math Florida Assessment of Student Thinking (FAST). Currently,  46% of 3-5 students have demonstrated grade‑level proficiency, indicating a 32% percentage‑point gap that must be addressed through targeted instructional supports and interventions
 

Area of Focus: Math

Measurable Outcome (SMART Goal) Professional Development Budget Monitoring Results
(End of Year)
By May 2026, 75% of students in grades K-2 will demonstrate grade level proficiency from 73% in Math as evidenced by the Math Florida Assessment of Student Thinking (FAST) 2026 results. Teachers in grades K-2 will participate in differentiated professional development based on progress monitoring data, SAVVAS training, I-Ready training, and SOR B.E.S.T and instructional Materials. Based on Progress monitoring assessments throughout the year.

Evidence-based Interventions/Strategies
Evidence-based Intervention/Strategy 1 Teachers in grades K-2 will participate in differentiated professional development based on progress monitoring data, SAVVAS training, I-Ready training, and SOR B.E.S.T and instructional Materials.
Person(s) Responsible Classroom teachers
Deadline 5/29/2026
Evidence-based Intervention/Strategy 2 Teachers and support staff will implement the use of differentiated instruction (SAVVAS Intervention Tools)and double dose small group guided instruction.
Person(s) Responsible Classroom teachers and Literacy Coach
Deadline 5/29/2026
Evidence-based Intervention/Strategy 3 ESE Support Facilitator will implement the use of specialized instruction (SAVVAS Intervention Toolbox, Touch Math) through small guided groups.
Person(s) Responsible ESE Support Facilitator and Literacy Coach
Deadline 5/29/2026

Mid-Year Reflection
Progress: Is desired progress being made to accomplish the intended outcome for the Area of Focus by the end of the school year? Yes
Evidence: Provide evidence of the implementation challenges the school encountered during the Fall semester. Describe the changes made to address these challenges.
During the Fall semester, the school encountered challenges with implementing targeted small‑group instruction to address specific academic needs across student subgroups. Initial groups were formed using PM1 data; however, adjusting instruction to meet individual student needs required ongoing refinement. To address these challenges, the school used formative assessment data to regularly adjust and restructure small groups, allowing for more targeted instruction based on current student performance.
.
Evidence-based Interventions/Strategies: What was each Intervention/Strategy’s identified strengths and weaknesses?
SAVVAS MDIS Toolbox supported targeted, standards‑aligned small‑group instruction and increased instructional time through double‑dose interventions. A challenge was ensuring consistent implementation and sufficient instructional time.
I-Ready Teacher Toolbox provided structured, systematic instruction for foundational skills, particularly for tier 2 and tier 3 students, though continued professional development and time for measurable growth were needed.
New Actions: Describe any new actions that are needed to accomplish the intended outcome for the Area of Focus.
 
New actions needed include ongoing analysis of assessment data to identify additional students requiring support, strengthening tier 2 and tier 3 instruction through targeted interventions, and regularly evaluating the effectiveness of current strategies to ensure they meet the needs of low‑performing students and subgroups.
Additional Reflections (optional): Please add any additional reflections for this Area of Focus.
The school’s end-of-year goal is for 75% of students in grades K-2 to demonstrate grade‑level proficiency in ELA, as measured by the 2026 ELA Florida Assessment of Student Thinking (FAST). Currently, 53% of students have demonstrated grade‑level proficiency, indicating a 22-percentage point gap that must be addressed through targeted instructional supports and interventions.

Area of Focus: ELA/Reading

Measurable Outcome (SMART Goal) Professional Development Budget Monitoring Results
(End of Year)
By May 2026, 75% of students in grades 3-5 will demonstrate grade level proficiency from 73% in ELA as evidenced by the ELA Florida Assessment of Student Thinking (FAST) 2026 results. Teachers in grades 3-5 will participate in differentiated professional development based on progress monitoring data, Benchmark Advance training, I-Ready training, and SOR B.E.S.T and instructional Materials. Based on Progress monitoring assessments throughout the year.

Evidence-based Interventions/Strategies
Evidence-based Intervention/Strategy 1 Teachers in grades 3-5 will participate in differentiated professional development based on progress monitoring data, Benchmark Advance training, I-Ready training, and SOR B.E.S.T and instructional Materials.
Person(s) Responsible Classroom teachers
Deadline 5/29/2026
Evidence-based Intervention/Strategy 2 Teachers and support staff will implement the use of differentiated instruction (Benchmark Advance Intervention Tools)and double dose small group guided instruction.
Person(s) Responsible Classroom teachers and Literacy Coach
Deadline 5/29/2026
Evidence-based Intervention/Strategy 3 ESE Support Facilitator will implement the use of specialized instruction (Reading Horizons Discovery/Elevate) through small guided groups.
Person(s) Responsible ESE Support Facilitator and Literacy Coach
Deadline 5/29/2026

Mid-Year Reflection
Progress: Is desired progress being made to accomplish the intended outcome for the Area of Focus by the end of the school year? Yes
Evidence: Provide evidence of the implementation challenges the school encountered during the Fall semester. Describe the changes made to address these challenges.
During the Fall semester, the school encountered challenges with implementing targeted small‑group instruction to address specific academic needs across student subgroups. Initial groups were formed using PM1 data; however, adjusting instruction to meet individual student needs required ongoing refinement. To address these challenges, the school used formative assessment data to regularly adjust and restructure small groups, allowing for more targeted instruction based on current student performance.
Evidence-based Interventions/Strategies: What was each Intervention/Strategy’s identified strengths and weaknesses?
Benchmark Advance Intervention Tools supported targeted, standards‑aligned small‑group instruction and increased instructional time through double‑dose interventions. A challenge was ensuring consistent implementation and sufficient instructional time.
Reading Horizons Elevate provided structured, systematic instruction for foundational skills, particularly for tier 2 and tier 3 students, though continued professional development and time for measurable growth were needed.
Program Strengths: Provides flexibility to address specific skill deficits based on student data. Integrates smoothly with core instruction, supporting coherence across tiers. Useful form progress monitoring. 
Program weaknesses: Requires protected instructional time, which is often difficult to sustain.  Effectiveness is highly dependent on teacher training and fidelity of use. 
Can feel fragmented if intervention blocks are shortened or interrupted
New Actions: Describe any new actions that are needed to accomplish the intended outcome for the Area of Focus.
New actions needed include ongoing analysis of assessment data to identify additional students requiring support, strengthening tier 2 and tier 3 instruction through targeted interventions, and regularly evaluating the effectiveness of current strategies to ensure they meet the needs of low‑performing students and subgroups.
Additional Reflections (optional): Please add any additional reflections for this Area of Focus.
The school’s end-of-year goal is for 75% of students in grades 3–5 to demonstrate grade‑level proficiency in ELA, as measured by the 2026 ELA Florida Assessment of Student Thinking (FAST). Currently, 61% of students have demonstrated grade‑level proficiency, indicating a 14-percentage point gap that must be addressed through targeted instructional supports and interventions.

K-12 Comprehensive Reading Plan

 

File Name File Uploaded By Upload Date
SPE_ReadingPlan2025.pdfMonica Castellanos9/12/2025

Resources

Safe and Supportive Environment

Professional Learning Communities (PLC)

PLC Meeting Schedule

PLC Name Day(s) of Week Week(s) of Month Start/End Dates Start/End Times Grade  
3491 Silver Palms PLC Thursday
 2nd, 4th 8/11/2025 - 5/8/2026 2:00 PM - 3:00 PM Pre K, KG, 1, 2, 3, 4, 5

Response to Intervention (MTSS/RtI) Plan

 

File Name File Uploaded By Upload Date
SPE_MTSS-Action-Plan-25-26.pdfMonica Castellanos9/11/2025
Spring_25_Broward_Silver-Palms-Elementary-School-_SAM_Dashboard.pdfMelissa Hallett4/9/2026

RtI Team Meeting Schedule

Day(s) of Week Week(s) of Month Start/End Dates Start/End Times
Thursday
 3rd 9/25/2025 - 3/12/2026 8:30 AM - 1:30 PM

Social Emotional Learning (SEL) Plan

 

No files have been uploaded.

School-wide Positive Behavior Plan (SPBP)

 

File Name File Uploaded By Upload Date
SPE_3491_SPBP-25-26.pdfShannon Schreidell4/30/2025
Silver-Palms-ES-SPBP-Feedback-Form-2025-2026.pdfStephanie Desir5/19/2025

Attendance Plan

Total School AVG

    Regular Attenders
(0%-4.9% Absent)		 At Risk
(5%-9.9% Absent)		 Chronic
(10%-19.9% Absent)		 Severe Chronic
(20% or more Absent)
School Year Population Number % Number % Number % Number %

Grade Level Breakdown

      Regular Attenders
(0%-4.9% Absent)		 At Risk
(5%-9.9% Absent)		 Chronic
(10%-19.9% Absent)		 Severe Chronic
(20% or more Absent)
School Year Grade Level Population Number % Number % Number % Number %
Attendance Type School Goal

 

File Name File Uploaded By Upload Date
SilverPalmsElementary_SIP-Attendance-Plan-25-26.pdfMonica Castellanos9/8/2025

School Counseling Plan

 

File Name File Uploaded By Upload Date
SPE-Annual-Counseling-Plan-25-26.pdfMonica Castellanos8/25/2025

Equity Plan

 

No files have been uploaded.

Best Practices in Inclusive Education (BPIE)

 

File Name File Uploaded By Upload Date
SBPIE.pdfMonica Castellanos8/13/2025

Effective Communication

SAC Documentation

SAC Upload Center

File Name Meeting Month Document Type Uploaded Date
SAFSilverPalmsJanuary2026Meeting.pdf January SAF Agenda, Attendance, Minutes 4/8/2026
SACSilverPalmsElementaryFebruary2026meeting.pdf February SAC Agenda, Attendance, Minutes 4/8/2026
SACSilverPalmsElementaryJanuary2026meeting.pdf January SAC Agenda, Attendance, Minutes 4/8/2026
Silver-Palms-ES_2526.pdf January A+ Funds 2/17/2026
SAC_NovemberMeetingDocuments2025SilverPalms.pdf November SAC Agenda, Attendance, Minutes 1/5/2026
SPE_November_SAFMeetingdocuments_2025.pdf November SAF Agenda, Attendance, Minutes 12/8/2025
SPE_SACandSAFmeetingminutesOctober2025.pdf October SAC/SAF Agenda, Attendance, Minutes 10/30/2025
SPE_SACCompostion2025_2026.pdf October SAC Composition 10/30/2025
SPE_SACandSAFmeetingminutesSeptember2025.pdf September SAC/SAF Agenda, Attendance, Minutes 10/30/2025
Silver-Palms-ElementarySAFBylaws_2025_2026.pdf September SAF ByLaws 9/25/2025
SACSilverPalmsElementaryAugustmeetingminutes2025.pdf August SAC Agenda, Attendance, Minutes 9/25/2025
SAF_Dates_Silver_Palms__2025_2026.pdf September SAF Meeting Dates 9/25/2025
SAC_Dates_Silver_Palms_2025_2026.pdf September SAC Meeting Dates 9/25/2025
SPESACbylaws2025_2026.pdf September SAC ByLaws 9/9/2025

Cognia eProve Survey Results

 

File Name File Uploaded By Upload Date
SPECogniaCUSTOMER-SURVEY-2025.pdfMonica Castellanos9/11/2025
Survey-Parent.pdfMonica Castellanos9/21/2025
SPECogniaCUSTOMER-SURVEY-Student2025.pdfMonica Castellanos9/21/2025

Family and Community Engagement (FACE) Plan

 

File Name File Uploaded By Upload Date
SPE-FACE-Plan-Space.pdfPolett Williams9/22/2025

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